Problems and Possibilities in Recognition of Prior Learning: A Critical Social Theory Perspective
2014 (English)In: Promoting, assessing, recognizing and certifying lifelong learning: international perspectives and practices / [ed] Timo Halttunen, Mari Koivisto, Stephen Billett, Dordrecht: Springer, 2014, 235-248 p.Chapter in book (Other academic)
This chapter argues for the importance of understanding recognition of prior learning (RPL) through the critical social theories of Jürgen Habermas and Axel Honneth. Results from a research project exploring RPL for the accreditation of prior experiential learning in the healthcare sector in Sweden are used to develop the analysis. It is argued that RPL for accreditation could, by reflecting the results of Habermas’ theory of communicative action, be a process that strengthens social integration and solidarity and develops personal identity. RPL could encourage critical learning in the lifeworld of education through reflections on prior learning, experiences and knowledge gained in work. It is important that the results of the RPL process and assessment are clearly communicated. This would enable these experiences to be mobilised when students move on and use these learning experiences in new contexts. Honneth’s recognition theory can further help us understand what impact the recognition in RPL could have for an individual’s self-esteem development and how RPL processes can support self-realisation.
Place, publisher, year, edition, pages
Dordrecht: Springer, 2014. 235-248 p.
, Lifelong Learning Book Series, 20
Sociology Educational Sciences Pedagogy Learning
IdentifiersURN: urn:nbn:se:liu:diva-109326DOI: 10.1007/978-94-017-8694-2_13ISBN: 978-94-017-8693-5 (print]ISBN: 978-94-017-8694-2 (online)OAI: oai:DiVA.org:liu-109326DiVA: diva2:737617